The document provides guidance for classroom instructors to improve their performance. It emphasizes that the instructor's appearance, voice, subject matter expertise, enthusiasm, and classroom management skills are critical. Good instructors understand different learning styles, follow principles of adult learning theory, and use a variety of teaching methods like role plays, discussions and demonstrations. They prepare well, know their audience, and facilitate questioning to actively engage students.

1. Classroom Instructor Workshop
Improving Classroom Instruction and
Instructor Performance

2. The Instructor
• It all starts with YOU!
– Success or failure of the class is directly tied to
your performance
– Your performance is critical to the achievement of
the course goals
– Course content is static – it doesn’t change
– How the material is presented can make or break
the outcome for the trainees
– Good instruction doesn’t just “happen”

3. The Instructor
• Your Appearance
– You never get a second chance to make a first
impression
– Appearance is the number one thing that you are
judged on by other people
– Your appearance says a lot about your attitude,
your professionalism, and your perceived level of
expertise
– Conservative dress is always in good taste
– Business means business – Long sleeve shirt & Tie
/ Shave / Dress-Skirt-Slacks / Clean / not revealing

4. The Instructor
• Your Voice
– It’s your primary tool for communicating the
course material
– Volume: Speak loudly enough to be heard by the
entire room – amplify if necessary
– Clarity: Speak clearly – annunciate all syllables –
avoid slang or acronyms
– Inflection: Vary your pitch – avoid monotone
speaking
– Emphasis: Highlight key points vocally – changing
emphasis can change meaning – “I didn’t say…”

5. The Instructor
• You are the Subject Matter Expert
– “Competence breeds Confidence”
– You MUST know the material you are presenting
– Simply reading from the screen or Instructor Guide is
unacceptable and sends many negative messages –
unprepared / not knowledgeable / LAZY!
– Share your expertise along with the course content –
stories / experiences / industry happenings
– ALWAYS have an answer! – or FIND one and follow up
– Teach the course material, not just the test

6. The Instructor
• Your body posture
– NEVER instruct sitting down – unprofessional / lazy
– Don’t “drive the podium” or be a “statue” – it’s not a
speech – move around – teach from front
– Make eye contact – scan the room / don’t stare
– Make natural gestures – be aware of your “body
language” – don’t block the screen
– Be aware of “annoying habits” that distract the
trainees – change / keys / pens / speech delays /eating

7. The Instructor
• Show enthusiasm & interest in the subject
– “I’m happy to be here today!”
– Don’t just say it, SHOW it – trainees interpret your
words AND actions
– Sincere enthusiasm draws out the same feeling from
your trainees – it’s contagious
– The entire atmosphere of the training session “comes
alive” and your trainees are more inclined to want to
learn
– Enthusiasm is a MUST in the delivery of effective
training – you have to enjoy teaching

8. The Instructor
• Have a sense of humor
– Learning can be fun!
– One of the most valued qualities that trainees
admire in a trainer
– Incorporate humor naturally – don’t just be an
entertainer or stand-up comedian
– Humorous stories should be used as they relate to
a point being discussed
– No sexist or off color humor – don’t force it

9. The Classroom
• Classroom preparation considerations
– Location: directions / parking / restaurants
– Arrangement: tables / seating / restrooms
– Technology: electrical power / projection screen /
audio speakers / DVD player / it all works!
– Temperature: heating / cooling / cool is better
– Distractions: current drivers / machinery noise /
windows / public address system / DSS
– Teaching tools: white board / markers / chalkboard /
chalk / laser pointer / remote controls

10. The Classroom
Auditorium Classroom Hexagon Square
Conference Table Herringbone Horse Shoe V-Shape

11. The Classroom
• Know your audience
– Experience level: CDL Drivers / Coaches / Teachers /
Prior or out of state school bus drivers
– Attitudes & Motivations: Do they HAVE to be there or
do they WANT to be there
– Knowing your audience will help you determine the
pace that the class can be taught and give you clues to
the objections you may have to overcome
– Teach to the middle level of knowledge
– Use your experienced trainees to reinforce learning
for the group

12. The Classroom
• Introduce yourself before you begin teaching
– Tell the trainees why you are the “Subject Matter
Expert” - this establishes you as the authority and
assures the trainees that they are “in good hands”
– Write your name and title on the board, if
available
– Your number of years experience “in the business”
– Certifications and qualifications you have achieved

13. The Classroom
• State the classroom expectations up front
– Students need to know what is expected of them
in order to maintain a professional environment
– Discuss policies on restroom use / time
management / cell phones / electronics / sleeping
/ breaks
– Enforce the established standard throughout the
course even if it is a little socially “uncomfortable”
– Set the example through your own behavior
– Hold everyone to the standard

14. The Classroom

15. The Classroom
• Understand that people learn differently
– Aural / visual (83%)/ hands on / OJT
– The “Book Learning” lays the foundation of basic
knowledge to build on throughout the training
– Memory - Read (10%) / Hear (20%) / See (30%) / Hear
AND See (50%) / Football Field example
– Encourage note taking / highlighting / underlining but
don’t just give them the answers needed to pass the
final exam! (Horsing)
– Review the previous days learning for reinforcement
before beginning the next set of instruction (videos)

16. The Classroom
• Instructional Events
– Attention – Introductory Scenario
– Objectives – What will be learned
– Recall – Experience recollection
– Stimulus – Content presentation
– Guidance – Graphics & examples
– Performance – Practice activities
– Feedback - Verification/clarification
– Assess – Post assessment
– Enhance – Aids & resources

17. The Classroom
• Cognitive Domain
– Knowledge – Basic recall of facts
– Comprehension – Able to restate
concepts in own words
– Application – Applying their
learning in the work environment
– Analysis – Analyze the components
of typical work problems
– Synthesis – Synthesize new
solutions to typical work problems
– Evaluation – Judge the quality of
new solutions / select the best
option

18. The Classroom
• The Power Point medium
– Current standard for most presentations
– Make sure it can be seen – proper size
– Designed as a “memory aid” for presenters
– Bullet point format is best so students don’t get
‘information overload’
– Don’t necessarily read slides verbatim and avoid
monotonous reading or overly long text – students
think “I could have read that myself”
– Expand on short bullet points where necessary
– Reveal point / Read aloud / Paraphrase

19. The Classroom
• Teaching methods and facilitation of learning
– Role Play: Gets multiple people involved –
demonstrates “do’s and don’ts”
– Discussion: Keeps students minds active and
participating – allows you to ‘check the pulse’ of the
class
– Case Study: Can be done to show ‘real world’
relevance to situations / pictures / news stories
– Hypothetical situations: “What would you do if…?”
– Demonstration: Allows everyone to ‘see how it’s
done’

20. The Classroom
• Dealing with ‘Problem Children’
– Deal with them privately during a break if at all
possible – be up front with them
– Don’t acknowledge to the class that they irritate
you also
– The “know-it-all” – Utilize them in a positive way /
state your reasoning to the class
– The “talker” – Guide the discussion back to the
topic at hand – site time constraints if need be
– The “complainer” – Show them why a particular
topic is relevant to them

21. The Classroom
• Receiving and asking questions
– Why ask questions?
– Gets the students involved / evaluates learning /
arouses interest / creates curiosity
– Direct: “(Name), why should we…?”
– Indirect/Overhead: To nobody in particular – see who
responds
– Canvassing: “How many of you…?” Show of hands
– Factual: Direct fact checking
– Attitude: What do you think…? Why do you feel…?
– Redirect: “That’s a good question, Rhonda…Tonia,
why do you think…?”

22. Review
• Success depends on you
• Appearance
• Voice
• SME
• Posture
• Enthusiasm
• Sense of Humor
• Classroom Prep / Set-up
• Knowing Audience
• Introductions
• Learning styles
• Adult Learning Theory
• Power Point
• Teaching Methods
• Questions
• Review